Answer:
1 Employee gets = Rs 13,020
Step-by-step explanation:
25% profit = Rs 26,04,000
Bonus is always 20% of the profit
So, Bonus:
=> 26,04,000/5
=> Rs 520,800
50% bonus from the profit = 520,800/2
=> Rs 260,400
This was divided equally among 20 employees.
So, Each Employ gets:
=> 1 Employee = 260,400/20
=> 1 Employee gets = Rs 13,020
The table shows the number of minutes Garrett practiced his trombone each week in one month. Week Number of Minutes Practiced 1 190 2 163 3 327 4 205 What is the mean number of minutes Garrett practiced his trombone each week? A. 197.5 B. 177 C. 245 D. 221.25
Answer:
[tex]\bar X= \frac{\sum_{i=1}^n X_i}{n}[/tex]
The reason is because we assume that each week have the same weight and replacing we got:
[tex]\bar X= \frac{190+163+327+205}{4}= 221.25[/tex]
And the best option would be:
D. 221.25
Step-by-step explanation:
For this case we have the following data given
Week 1 2 3 4
Minutes 190 163 327 205
For this case we can find the mean with the following formula:
[tex]\bar X= \frac{\sum_{i=1}^n X_i}{n}[/tex]
The reason is because we assume that each week have the same weight and replacing we got:
[tex]\bar X= \frac{190+163+327+205}{4}= 221.25[/tex]
And the best option would be:
D. 221.25
ΔPQR is located at P (−3, −3), Q (0, 0), and R (3, −3). Which statement correctly classifies ΔPQR?
Answer:
Isosceles Triangle
Step-by-step explanation:
An equilateral triangle is a triangle that has all of its 3 sides at an equal length. After drawing out the given points on a graph, you can clearly see that the foundation is longer than the other 2 sides. Because the 2 sides that I just mentioned happen to be of equal length, however, means that this triangle can be none other than an Isosceles triangle. If I did anything wrong here, let me know. Have a good rest of your day. :D
Answer:
ΔPQR is an isosceles triangle.
Step-by-step explanation:
One number is 5 more than 4 times another their sum is 20
Answer:
3, 17
Step-by-step explanation:
1st number = x
2nd number = 4x+5
x+4x+5=20
5x=15
x=3
1st number = 3
2nd number = 4(3)+5=12+5=17
Write an equation that expresses the relationship. Then solve the equation for u. B varies directly as the cube of t and inversely as u
Answer:
Below
Step-by-step explanation:
B varies directly with the cube of t so:
● B = t^3
B varies inversly as u
● B = 1/u
Let's solve the equation for u:
B= 1/u = t^3
● B= 1/u
Switch u and B
● u = 1/B = 1/t^3
If u is 1 then b and t are also 1.
Solve the inequality $2x - 5 \le -x +12$. Give your answer as an interval.
Answer:
[tex]$\left(-\infty, \frac{17}{3} \right]$[/tex]
Step-by-step explanation:
[tex]2x - 5 \le -x +12[/tex]
[tex]2x - 5 +5\le -x +12+5[/tex]
[tex]2x\le -x+17[/tex]
[tex]3x \le17[/tex]
[tex]$x \le \frac{17}{3} $[/tex]
We have
[tex]$\{x \in \mathbb{R}:x \le \frac{17}{3} \}$[/tex]
Interval notation:
[tex]$\left(-\infty, \frac{17}{3} \right]$[/tex]
Which is the graph of y = [x] - 2?
Explanation:
The notation [tex]\lfloor x \rfloor[/tex] means "floor of x". Whatever decimal value x is, we just ignore the decimal portion and just focus on the integer part. We round down to the nearest whole number. We always round down.
For something like x = 2.5 or x = 2.7, the value of [tex]\lfloor x \rfloor[/tex] will be 2. It doesn't matter that 2.7 is closer to 3 than it is to 2. The interval [tex]2 \le x < 3[/tex] will be entirely on the x axis since we are taking the result of the flooring operation and subtracting off 2. Notice how x = 3 is not included. This is because x = 3 leads to y = 1 instead of y = 0. So we have an open hole at the end of the interval. The same goes for any other piece as well.
Answer:
The Third option [ far right]
Which word phrase could represent the algebraic expression 2p + 3 where p represents Sam's age?
Answer:
1. 3 + 4x
2. 8/ x-y
3. X/2y
4. Four times a number m
5 let m represent months
30 + 12m
A square playground has an area of 263 ft2. What is the approximate length of each side of the playground? Round your answer to the nearest foot. 17 ft 18 ft 131.5 ft 16 ft
Answer:
Approximately 16 feet
Step-by-step explanation:
If the playground has a square shape, then its area equals the square of the playground's side (S):
[tex]S^2=263 \,\,ft^2\\S = \sqrt{263} \,\,ft\\S\approx 16.217 \,\,ft \\S\approx 16\,\,ft[/tex]
Answer:
16 feet
Step-by-step explanation:
The area of a square can be found using the following formula.
[tex]A=s^2[/tex]
We know that the area of the playground is 263 ft^2. Therefore,
A=263 ft^2
[tex]263 ft^2= s^2[/tex]
We want to find out what s, the side length, is. s is being squared. The inverse of a square is a square root. Therefore, we must take the square root of both sides.
[tex]\sqrt{263 ft^2} =\sqrt{s^2}[/tex]
[tex]\sqrt{263ft^2}=s[/tex]
[tex]16.2172747 ft=s[/tex]
Round to the nearest foot. The 2 in the tenth place tells us to leave 16 as is.
[tex]16 ft=s[/tex]
The approximate length of each side of the playground is 16 feet.
50 POINTS!! Drag each label to the correct location on the image. Not all labels will be used. The values of a, b, and c in scientific notation are 3.47 × 10-6, 4.61 × 107, and 5.52 × 107, respectively. Complete the following sentences. Round so the first factor goes to the hundredths place. a*b a/b c/a 1.60 16.0 × 101 1.60 × 102 1.59 × 1013 0.75 × 10-13 7.53 × 10-13 7.53 × 10-14 1.59 × 101
Answer:
[tex]\boxed{a*b = 1.60 * 10^2}[/tex]
[tex]\boxed{a/b = 7.53 * 10^{-14}}[/tex]
[tex]\boxed{c/a = 1.59 * 10^{13}}[/tex]
Step-by-step explanation:
a = [tex]3.47 * 10^{-6}[/tex]
b = [tex]4.61 * 10^7[/tex]
c = [tex]5.52*10^7[/tex]
Finding a*b:
a*b =( [tex]3.47 * 10^{-6}[/tex] )*( [tex]4.61 * 10^7[/tex])
= (3.47*4.61) * ([tex]10^{-6}*10^7[/tex])
When bases are same, powers are to be added
= 15.997 * [tex]10^{-6+7}[/tex]
= 15.997 * [tex]10^1[/tex]
= 159.97
Rounding it off
=> 1.60 * 10²
Finding a/b:
=> [tex]\frac{3.47*10^{-6}}{4.61*10^7}[/tex]
Using rule of exponents [tex]a^m/a^n = a^{m-n}[/tex]
=> 0.753 * [tex]10^{-6-7}[/tex]
=> [tex]7.53*10^{-1}*10^{-13}[/tex]
=> [tex]7.53 * 10^{-1-13}[/tex]
=> 7.53 * 10⁻¹⁴
Finding c/a:
=> [tex]\frac{5.52 * 10^7}{3.47*10^{-6}}[/tex]
=> 1.59 * [tex]10^{7+6}[/tex]
=> 1.59 * 10¹³
Answer:
a × b = 1.60 × 10^2
a/b = 7.52 × 10^-14
c/a = 1.59 × 10^13
Step-by-step explanation:
a = 3.47 × 10^-6
b = 4.61 × 10^7
c = 5.52 × 10^7
Solve a × b
(3.47 × 10^-6) × (4.61 × 10^7)
When bases are same in multiplication, we add the exponents.
15.9967 × 10^1
Decimal point is after first non-zero digit. Round to hundredths.
1.60 × 10^2
Solve a/b
(3.47 × 10^-6)/(4.61 × 10^7)
When bases are same in division, subtract the exponents.
3.47/4.61 × 10^-14
0.75271149674 × 10^-14
Decimal point is after first non-zero digit. Round to hundredths.
7.52 × 10^-14
Solve c/a
(5.52 × 10^7)/(3.47 × 10^-6)
When bases are same in division, subtract the exponents.
5.52/3.47 × 10^13
1.59077809798 × 10^13
Round to hundredths.
1.59 × 10^13
determine which function has the greatest rate of change as x approaches infinity
f(x)= 2^x- 10
g(x)=16x-4
h(x) = 3x^2-7x+8
there is not enough information to determine the answer
Answer:
f(x)= 2^x-10
Step-by-step explanation:
Exponential functions are ALWAYS greater in the long run!
Answer:
A) f(x) = 2^x − 10
Step-by-step explanation:
I graph all of these functions and f(x) = 2^x − 10 surpasses the other two functions. Exponential growth functions always exceed linear growth functions over time.
Which could be the areas of the smaller squares?
Answer:
A, BStep-by-step explanation:
We have a right triangle. Therefore, we can use the Pythagorean theorem:
The sum of the areas of the squares built on the legs is equal to the area of the square built on the hypotenuse.
We have the area of the largest square (the square built on the hypotenuse).
A₃ = 36 u²
From the Pythagorean therem we have the equation:
A₃ = A₁ + A₂
We need the areas of the smaller squares (A₁ and A₂).
A₁ + A₂ = 36.
From the second picture, we have:
A) 6 and 30 → 6 + 30 = 3 CORRECT
B) 8 and 28 → 8 + 28 = 36 CORRECT
C) 4 and 16 → 4 + 16 = 20 ≠ 36 INCORRECT
The perimeter of a triangle is 88 centimeters. If two sides are equally long and the third side is 10 centimeters longer than the others, find the lengths of the three sides. The length of each of the two equally long sides is ____(centimeters,square centimeters) and the length of the longer side is ____ (square centimeters,centimeters).
Answer:
P=2x +2y
2x=2y-p
As given that 2x=2(10)+88
x=108/2
x=54cm
May be it's help you;)
Answer:
The length of each of the two equally long sides is 26 cm
The length of the longer side is 36 cm
Step-by-step explanation:
Let the length of each of the two equal sides be represented by x
The other side = 10 + x
Perimeter of triangle (P) = sum of all sides of the triangle
88 = x + x + 10 + x
88 = 3x + 10
3x = 88 - 10
3x = 78
x = 78/3 = 26
Length of each of the two equally long sides (x) = 26 cm
Length of the longer side = 10 + x = 10 + 26 = 36 cm
2. A large banana split costs $5.80 plus $0.45 per topping. Write and solve an inequality that represents
the maximum number of toppings you can order if you want to spend at most $8.50.
Define variable:
Equation:
Solution:
can someone check my work? ty!!
Answer:
Hey there!
Define Variable: Let t be the number of toppings
Equation : You are correct
Solution: You are also correct.
Nicely done!
Hope this helps :)
Inspired by election season, Evan decided to run for class president. He earned 80% of the votes in his class. If he earned 24 votes, how many students were in his class? ( with a explanation on how you got the answer)
Answer:
30 students (30 total voters)
Step-by-step explanation:
Let s represent the number of students in the class. Evan earned 80% of these votes, which came to 24 votes. Symbolically, we have:
24 votes
0.80s = 24 votes. Therefore, s = total number of voters = ---------------- = 30 voters 0.8
The total number of students (voters) in his class was 30.
Answer:
It is 30.
Step-by-step explanation:
A line passes through the point (6,1)and has a slope of 3/2. write an equation in slope intercept form
Answer:
Step-by-step explanation:
Slope intercept form : y - y1 = m(x -x1)
m = 3/2
(x1, y1) = (6, 1)
[tex]y - 1 = \frac{3}{2}(x - 6)\\\\y -1 = \frac{3}{2}*x -\frac{3}{2}*6\\\\y-1=\frac{3}{2}x-3*3\\\\y-1=\frac{3}{2}x-9\\\\y=\frac{3}{2}x-9+1\\\\y=\frac{3}{2}x -8[/tex]
Answer:
y=3/2 x -8
Step-by-step explanation:
The slope should be in front of the x and the y intercept should be right after the x to create the slope intercept form. I used a graphing calculator which continued the line of 6,1 with a slope of 3/2 and then got
y=3/2x-8
Chad washes windows after school to make some extra money. He charges $5.50 to wash each window. If the customer provides the supplies, Chad deducts $3.25 from the total cost. One customer paid a total of $35.25 and did provide supplies. Which equation could be used to find the number of windows, w , that Chad washed for this customer? A) 5.5 w + 3.25 = 35.25 B) 5.5 w - 3.25 = 35.25 C) 5.5 w = 35.25 D) 5.5 - 3.25 w = 35.25
Answer: D is correct if it is really (5.5-3.25)w=35.25
(Without parenthesis it doesn't work)
Answer:
B) 5.5 w - 3.25 = 35.25
Step-by-step explanation:
Chad charges $5.50 per window. ( 5.50w )
Since Chad's customer brought supplies, Chad would deduct $3.25. ( - 3.25)
The customer would be charged $35.25 at the end. ( = 35.25 )
So, the total of the cost of the windows minus the discount would be $35.25.
5.50w - 3.25 = 35.25
Option B's equation would be most appropriate to solve for w.
How can someone tell me the perimeter of this please
Answer:
[tex]\boxed{\sf \ \ 36 \ \ }[/tex]
Step-by-step explanation:
Hello,
We need to sum all sides, we know all of them except two sides that we can guess as this is
for the horizontal one 11 - 2 - 2 - 2 = 11 - 6 = 5
for the vertical one 5 - 3 = 2
so in total it comes
11 + 5 + 2 + 2 + 2 + 2 + 2 + 2 + 5 + 3 =16 + 12 + 8 = 16 + 20 = 36
hope this helps
Can someone help me with these? I’m having confusion with these problems. If you can help, can you possibly show me on a paper on how to do this?
Answer:
see attachment
Step-by-step explanation:
To work these, you need a pencil (with a fairly sharp point) and a compass or pair of dividers (a compass-like tool with two points, instead of a point and a pencil).
In the attached, the blue segment represents the compass set to the length of segment 'a'. The red segment represents the compass set to the length of segment 'b', and the green segment represents the compass set to the length of segment 'c'.
When the segments are shown end-to-end, it means you mark off that length on the line, then mark off the next length starting at the end of the first one. When the segments are shown overlapping, it means you mark one of the segments in the reverse direction (you subtract its length).
You may find it helpful to use your pencil to mark a starting point on the target line. If you use a compass, a small arc across the target line at the end of the segment length can help you locate the start of the next segment length.
__
(1) The length of segment 'b' is added to the length of segment 'a'. This is not different in concept from adding numbers on a number line.
(2) The length of segment 'b' is made to overlap the end of segment 'a', so that the end points of the two segments are the same point. This subtracts the length of 'b' from that of 'a', so the length 'a-b' is the length from the left end of 'a' to the left end of 'b' in the configuration shown.
(3) You get the length '2b' by appending the length of 'b' to itself.
(4) All three lengths are appended to each other here.
(5) As before, you get 2b by appending 'b' to itself. You subtract 'c' by backtracking over the previous length, as in part (2).
__
You will get best results if you use this (attachment) as a guide. The line segments drawn are only eyeball approximations of the segments on your page, and their placement end-to-end is not as precise as you can make it with your compass.
3x2 +4=0 whats the answer?
Answer:
False
Step-by-step explanation:
3x2 is 6 and 6 +4 is not 0 it is ten 10 norder of operations
●✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎❀✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎●
Hi my lil bunny!
❧⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯☙
Lets do this step by step.
Simplify [tex]\frac{3x - 2}{x} -4[/tex].
To write -4 as a fraction with a common denominator, multiply by [tex]\frac{x}{x}[/tex]
[tex]\frac{3x - 2}{x} - 4 . \frac{x}{x} > 0[/tex]
Combine -4 and [tex]\frac{x}{x}[/tex].
[tex]\frac{3x - 2}{x} + \frac{-4x}{x} > 0[/tex]
Combine the numerators over the common denominator.
[tex]\frac{3x - 2 -4x}{x} > 0[/tex]
Subtract 4x from 3x.
[tex]\frac{-x -2}{x} > 0[/tex]
Factor -1 out of -x.
[tex]\frac{-(-x) -2}{x} >0[/tex]
Rewirte -2 as -1 (2).
[tex]\frac{-(x -1 (2)}{x} > 0[/tex]
Factor -1 out of - (x) - 1 (2).
[tex]\frac{-(x + 2)}{x} >0[/tex]
Simplify the Expression.
_______________
Rewrite - ( x + 2 ) as -1 ( x + 2 ) .
[tex]\frac{-1 ( x+ 2)}{x} > 0[/tex]
Move the negative in front of the fraction.
[tex]- \frac{x + 2}{x} > 0[/tex]
Then your going to find all the values where the expression switches from negative to positive by setting each factor equal to 0 and solving.
[tex]x = 0\\x + 2 = 0[/tex]
Subtract 2 from both sides of the equation.
[tex]x = -2[/tex]
Solve for each factor to find the values where the absolute value expression goes from negative to positive.
[tex]x = 0 \\x = -2[/tex]
Consolidate the solutions.
[tex]x = 0, -2[/tex]
________________
Find the domain of [tex]\frac{3x - 2}{x} -4[/tex]
_________________
Set the denominator in [tex]\frac{3x - 2}{x}[/tex] equal to 0 to find where the expression is undefined.
[tex]x = 0[/tex]
The domain is all values of x that make the expression defined.
( - ∞, 0 ) ∪ ( 0 , ∞)
Use each root to create test intervals.
[tex]x < -2 \\-2 < x < 0 \\x > 0[/tex]
|Choose a test value from each interval and plug this value into the original inequality to determine which intervals satisfy the inequality.|
Test a value on the interval -2 < x < 0 to see if it makes the inequality true.
Ans : True
Test a value on the interval x > 0 to see if it makes the inequality true.
Ans : False
Test a value on the interval x < -2 to see if it makes the inequality true.
Ans : False
Compare the intervals to determine which ones satisfy the original inequality.
[tex]x < -2 = False\\-2 < x < 0 = True\\x > 0 = False[/tex]
The solution consists of all of the true intervals.
[tex]-2 < x < 0[/tex]
The result can be shown in multiple forms.
Inequality Form: [tex]-2 < x< 0[/tex]
Interval Notation: [tex]( -2 , 0 )[/tex]
❧⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯☙
●✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎❀✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎●
Hope this helped you.
Could you maybe give brainliest..?
❀*May*❀
The function ƒ(x) = 6x is vertically shrunk by a factor of ½ and translated 9 units in the negative y- direction. Select the correct graph of the resulting function.
Step-by-step explanation:
The graph on the left is f(x). The roots -- the x-intercepts -- are −3, −1, 2. The middle graph is f(−x), which is its reflection about the y-axis. The graph on the right is −f(x), which is its reflection about the x-axis.
Answer:
The graph on the left is f(x). The roots -- the x-intercepts -- are −3, −1, 2. The middle graph is f(−x), which is its reflection about the y-axis. The graph on the right is −f(x), which is its reflection about the x-axis.
Step-by-step explanation:
this was correct
Plz answer quickly!!!! Express the point on the number line as both a fraction and a decimal.
Answer:
3.22 or 161/50
Answer:
3.22 and 3 11/50/166/50
Step-by-step explanation:
The points in between 3.2 and 3.3 go 3.21, 3.22, 3.23, etc. So first we just write it as a decimal. Easy. Then we write it as a fraction. Writing it as a mixed number would just be 3 22/100 because .01*100 is 1. I simplified it and then converted it into an improper fraction. I hope this helped.
PLEASEE HEEELP! In the normal distribution, 68% of the data lies within 1 standard deviation A: __/6 of the mean, 95% of the data lies within 2 standard deviations of the mean, and 99.7% of the data lies within 3 standard deviations of the mean. Answer the following question without using the Z-table. If scores on a test are normally distributed with mean 1100 and standard deviation 100, what percentage of the test scores are: a) more than 1300? b) less than 1100?
Answer:
a) 2.5% b) 50%
Step-by-step explanation:
1300 is two standard deviations higher than the mean. Since 95% of the data is covered within two standard deviations to the left and right of the mean, 5% is not covered. So, we have 2.5% leftover on the left side of the curve, under 900, and 2.5% leftover on the right side of the graph that is above 1300.
The mean is 1100, so anything above or below the mean is exactly 50% in a normal distribution.
Answer:
Step-by-step explanation:
This is the Empirical Rule.
68% of the data lies within 1 standard deviation of the mean, and so on.
If the mean is 1100 and the standard deviation is 100, 1300 represents two standard deviations above the mean. Using a calculator with distribution functions, we type in normcdf(2,10000), obtaining 0.023. This tells us that 2.3 percent of test scores are more than 1300.
Less than 1100: Since the mean is 1100, the area under the standard normal curve is exactly 0.5 (corresponding to 50% of data are less than 1100).
Algebra help needed
Answer:
The ball will reach the ground when h=0.
Set the equation equal to 0.
[tex]0=-8(2 t-4)(t+1)[/tex]
[tex]t=-1,2[/tex]
Step-by-step explanation:
The height of a golf ball after it has been hit from the top of a hill can be modeled by the equation
[tex]h=-8(2 t-4)(t+1)[/tex],
where h is the height in feet and t is time in seconds.
When ball will reach the ground the distance between ball and ground is 0. So, the ball will reach the ground when h=0.
To find the time it takes for the ball to reach the ground, set the equation equal to 0 and use the Zero Product Property to solve for $t$.
[tex]h=-8(2 t-4)(t+1)[/tex]
[tex]\Rightarrow 0=-8(2 t-4)(t+1)[/tex]
Solve the equation using the Zero Product Property.
[tex]2t-4=0\Rightarrow t=\dfrac{4}{2}=2[/tex]
[tex]t+1=0\Rightarrow t=-1[/tex]
So, [tex]t=-1,2[/tex]
helppppppp (08.06 MC)Consider the following dot plot. Of the following statements, which two characteristics of this dot plot make the median a better choice than the mean to summarize the center of the distribution?
Answer:
the data are skewed, D.
Step-by-step explanation:
from least to greatest -9, 12/20, 1/5
Answer:
-9, 1/5, 12/20
Step-by-step explanation:
-9 is negative so it will always be the least. It helps to turn the fractions into decimals. To do this, you can just divide 1 by 5 and 12 by 20.
1/5 = .2
12/20 = .6
So, 1/5 is less than 12/20.
This makes the order -9, 1/5, 12/20.
Answer:
-9, 1/5 12/20
Step-by-step explanation:
Use 0 as a border.
All numbers less than 0 on one side the rest on the other.
You will have -9 on less than zero and 1/5, 12/20 on the other side.
So -9 is the least.
Now you have 1/5, and 12/20.
Make the denominators equal.
1/5 x 4/4= 4/20, 12/20 x 1/1 = 12/20
Compare the Numerators.
4 is less than 12.
So the answer is -9, 1/5, 12/20.
Feel free to ask questions.
If f (x) = x+13, then f (4) =
O 16
8
04
2.
Answer:
17
Step-by-step explanation:
f (x) = x+13
Let x = 4
f(4) = 4+13
= 17
Answer:
[tex]17[/tex]
Step-by-step explanation:
[tex]f(x)=x+13[/tex]
[tex]\mathrm{Plug \: x \: as \: 4 \: and \: evaluate.}[/tex]
[tex]f(4)=4+13[/tex]
[tex]f(4)=17[/tex]
Select the correct answer from each drop-down menu.
The given equation has been solved in the table.
Step
Statement
1
= 15
- - 6 =
- - 6 + 6 = 15 +
+4
- = 21
N
3
4.
2
-2 - 21
5
y = -42
Use the table to complete each statement.
In step 2, the
In step 4, the
property of equality was applied.
property of equality was applied.
V
Reset
Next
Answer:
Step 2: addition property of equality
Step 4: multiplication property of equality
Step-by-step explanation:
=>In step 2, from step 1, where you have [tex] -\frac{y}{2} - 6 = 15 [/tex] , to make -6 cross over to the other side of the equation, the addition property of equality was applied. That would ensure the equation remains balanced. Thus, 6 is added to both sides of the equation.
[tex] -\frac{y}{2} - 6 + 6 = 15 + 6 [/tex]
[tex] = -\frac{y}{2} = 21 [/tex]
=>In step 4, the multiplication property of equality was used as both sides of the equation were multiplied by -2, to balance the equation and also solve for y.
Answer:
Step 2 > addition
Step 4 > multiplication
Step-by-step explanation:
HELPPPP PLEASEEE I DONT WANNA GOT TO GRANNYS HOUSE
Answer:
15
Step-by-step explanation:
f(5) = (5)^2 - 2(5) = 25 - 10 = 15
the population of weston is 4320. the towns records shot that 45% of the population are males, and 2/3 of these males are married. how many males in weston are married?
Answer:
1296 males
Step-by-step explanation:
Males in Weston: 4320*0.45 = 1944
Married Males in Weston: 1944*2/3 = 1296
Answer:
Answer is 1296 (For me if I add commas it would mark my answer wrong)
Step-by-step explanation:
About how much money would 18 pounds of cheese cost if the price is $3.95 per pound? Use two different ways to estimate the product. Are your estimates overestimate or underestimate? Explain.
1. this way is overestimating
assume that you are getting 20 pounds of cheese. that is 2 tens. so multiply 3.95 by 10 = 39.5 thats the price for 10 pounds of cheese. Since we're estimating to get 20 pounds, multiply by two or add 39.5 together twice. 79 dollars this is overestimating since you're raising the amount of cheese you're buying by 2 pounds
2. his way is overestimating
assume its 4 dollars per pound. 18*4 would be 10*4 + 8*4= 40+32 = 72 dollar
this is overestimating because you're raising the price of the cheese by 5 cents.
Answer: 71.1
Step-by-step explanation: Its really simple actully so what you do is you take 3.95 and you mulitply is by 18 or you can add 3.95 plus 3.95 18 times and you get drum roll please 71.1$. I hope my answer was help ful